week 6 Flashcards
question: what age do children understand the violation-of-expectation paradigm?
- 3.5 mths = look equally as long
- 4.5 mths = look longer at impossible event
explain: object continuity and cohesion
- 2.5 mths understand impossible event hwere doll should appear in between two screens but it doesn’t (therefore look longer)
- when connect the screens at the top, 2 mths no longer look longer (don’t really understand cohesion)
⤷ 3 mth look longer bc surprised to no see doll in between
explain: object permanence in violation-of expectation paradigm (baillargeon)
- infants first habituate to rotating screen
- impossible event = screen goes through object and keeps rotating
- 3 mths look longer at impossible
⤷ expect that screen should be blocked by object + shocked when it doesn’t
explain: computer analogy for hardware and software in children neurophysiology
- hardware = children are limited by neurons, synapses, myelin
- software = children are limited by extent to which they can apply appropriate stategies
define: strategy
- deliberate, goal-directed mental operations to solve problems
- more effort for children
name: examples of strategies used by children in diff. tasks
task: mixing up cups, asked to remember which cup had the object under it
⤷ pointing to cup, peeking, keeping hadn on cup
task: showed 7 pictures, told to remember 3 items during a pause
⤷ rehearsal
⤷ most didn’t rehearse but once taught to, performance increased
⤷ after a while, stopped rehearsing again
**OVERALL CONCLUSION: strategies -> better performance but are effortful for children to use
explain: speed of processing (kail 1991)
- compared processing times from 8 - 20 year olds during diff. tasks
- all showed 8 yr olds had longest time
- reach a peak time (plateau)
- deteriorate around 50s - 60s (increased time again)
question: how does processing speed increase?
- increased myelination
- synaptic pruning
name + define: types of attention (4)
- sustained
⤷ attention span - selective
⤷ can you ignore distractions and pay attention to a select thing - divided
⤷ concentrating on more than 1 activity at a time - executive
⤷ broader control of attention
question: relationship found between screentime and attention (tamana 2019)?
- more than 2 hrs a day were 5.9x more likely to have attention problems and 7.7x higher risk of ADHD
- compared to less than 30mins a day
define: ADHD
- attendion-deficit/hyperactivity disorder
- brain-based weakness in attention and executive functions
- medications often help
define: joint attention
- ability to focus on same thing with another indiv.
- req. ability to track another person’s beha. and reciprocate the integration
- emerges around 7 - 8 mths
- important to language dev.
question: what is inhibitory control and how does it change with age?
- ability to actively inhibit resp.
⤷ ex. simon says - increases with age
question: what is cognitive flexibility (answer w/ dimensional card sorting task)?
- ability to shift between sets of rules or tasks
- dimensional card sorting = asked to sort cards based on 2 dimensions/rules
⤷ show that children good at sorting 1 dimension but not 2
⤷ too much effort to use the new rules
define: types of memory (3)
-
sensory memory
- stores sensory info
- unlimited capacity but rapid decay
⤷ can perceive a bunch of stim. but will disappear unless you pay attention to it -
working memory
- info attended to while mental operations are happening
⤷ limited by attentional resources -
long term memory
- procedural and declarative
⤷ habits and skills
- stored to be retrieved later
question: where are the implicit and explicit memory associated with?
IMPLICIT
- cerebellum
- basal ganglia
EXPLICIT
- hippocampus
- prefrontal cortex
- temporal lobes
**long term = dentate gyrus of hippocampus + frontal cortex pruning
question: how does the dentate gyrus change with age?
- V decreases with age until asymptote at 80s
- linked with better memory
explain: relationship between rehearsal, working memory, long term memory
- rehearsal keeps info in working mem.
- enough rehearsal -> long term mem.
define: infantile amnesia
- inability to remember info before 3 - 4 yrs of age
- lack autobiographical memories
⤷ none in first person perspective
name + explain: theories of infantile amnesia (3)
-
memory as action patterns
- infants = preverbal so the memories as an infant are action patterns
- adult memories are verbal
- mismatch between the coding of action pattern memories ad retrieval for verbal memories -
sense of self
- without a solid sense of self, experiences can’t be anchored to an autobiographical memory
- SOS only dev. around 18 - 24 moths and still continues to dev. -
verbatim vs fuzzy trace
- young children = encode things verbatim
- increased capacity -> encode the gist of things
- mismatch between encoding in verbatim and retrieving fuzzy traces
explain: findings of rovee-collier memory study
- tied ribbon to infant’s ankles to move a mobile
- after several weeks -> they forgot
- but move the mobile slightly for the baby and they will remember
⤷ next day, will remember to kick again
explain: findings of fuzzy trace theory (brainerd 2010)
- words presented orally to 7, 11, and dullts
⤷ highly assoc. word not given - adults remembered the most words -> 11 -> 7
- more adults also “remembered” the critical word -> 11-> 7
OVERAL CONCLUSION: memory improves with age but older ppl learn to remember a fuzzy trace bc more efficient but can sometimes -> false recall
explain: sam stone study
1 = no interventions
2 = given a stereotype of SS
3 = given suggestive questions
4 = both stereotype and suggestion
1 = few errors in both 3/4 and 5/6
2 = higher errors in 3/4 than 5/6
3 = higher in 3/4 than 5/6 and overall higher than just stereotype
4 = highest error rate, 3/4 still higher than 5/6
question: how well do children remember events (ceci 1994)?
- asked about 2 true and 2 false events
- majority of 3/4 reported false events
- 40% 5/6 reported false events
- children often included additional details in false reports
⤷ shows that they create their own narratives
define: increased suggestibility
- children are more likely to accept suggested details as important info instead of questioning it
- try to imagine the suggested info to understand it but gets intertwined with their recall of the actual event
question: what’s the impact of knowledge and expertise on memory?
- 10/11 yr old chess experts could remember more chess pieces than uni students
- older children often have more expertise which supports their memory
define: metacognition
- knowing about knowing
- thinking about when and where to use which strategy
define: theory of mind
- person’s developing concepts of mental activity
- helps in cooperation and social interactions
name: prerequisite skills for theory of mind (2)
- ability of view self and other’s behaviour as intentional
- ability to take another person’s perspective
question: when do children show an understanding of desire?
- implicit understanding at 5 mths (hab. and dishab.)
- explicit understanding at 18 mths (broccoli vs cracker)
question: when do children understand goal directed behaviour?
- improves over 14 - 18 mths
- 14 - 18 mths are more likely to imitate novel behaviour if adult said “there” instead of “oops”
⤷ shows they know it’s on purpose - 14 mths only imitate actions they find necessary for goal completion
- younger infants will imitate failed behaviour instead of purposeful
explain: content false belief task
- ask about a box (smarties box)
- contents aren’t what child expects (paperclips, not candy)
- ask child what another person would say about the contents
⤷ if smarties: understands the perspective of others
⤷ if paperclips: doesn’t understand (thinks the other person knows what they know)
**3 yr old won’t understand, 4 - 5 will
explain: location false belief task
- sally puts away and object and leaves
- anne changes the spot
- where will sally look when she comes back?
- OG spot = understands
- new spot = doesn’t understand
**3 won’t understand, 4 - 5 will
question: why do 3 yr olds fail false-belief tasks?
- lack dual representation
⤷ can’t represent the current situation and the previous sit. at the same time - poor executive function
- poorer mem. space
- limited cog. flexibility
- struggle to inhibit the info they just saw
explain: content true belief task
- after flask-belief task
- put smarties back into box
- will think the other person thinks its paperclips
- even 4 - 5 yr olds fail
- can’t go back all the way to the beginning
⤷ knows that person doesn’t know what they know but aren’t skilled enough to goo back to beginning (smarties)
question: how could 3 yr olds pass the false belief tasks?
- if presented in a familiar context
- allowing the child to move item in location tasks
- don’t let the child see the items
⤷ only verbal
⤷ bc maybe the vis. stim. cues certian answers
define: ASD
- autism spectrum disorder
- heritable
- abnormal brain function
- low performance on false-belief tasks (usually)
explain: relationship between executive function and theory of mind
- strong positive correlation
- better executive -> better theory of mind
question: what are factors that influence theory of mind performance?
- older siblings (adds knowledge and expertise)
- language skills
- maternal warmth
- quality of attachment
- number of adults child interacts with regularly (helps soc. understanding)
define: innate mind reading system
- theory of mind is a domain specific skill
- brains are designed to read others’ minds
name + define: modules of innate mind reading system (4)
-
intentionality detector - 9 mths
- infants interpret moving objects have intention -
eye direction detector - 9 mths
- detects presence of eyes and direction fo gaze
- important in join attention -
shared attention mech. - 9 - 18 mths
- child can engage in 3 way interactions
- needs to first 2 modules to dev. first bc shared attention -
theory of mind module - 2 - 4 yrs
- pass false-belief
- can do belief-desire reasoning
question: what was added to the innate mind reading system in 2005?
- empathizing system
- allows for social interactions
- emotion detector = 6 mths
- works at 14 mths
